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The purpose of this paper is to explore the perceptions and realities regarding professional advancement following motherhood. Results show great conflict between work and home life regardless of employer support or family‐friendly policies. The paper also seeks to assess conflicting societal attitudes relating to work/family responsibilities and roles, with a focus on the stereotyping and discrimination towards women endemic in the workplace following motherhood.

The paper utilized a survey with Likert‐type options and open‐ended questions to measure both perceived and real impact of motherhood on a woman's professional advancement. The sample was purposive featuring working mothers in professional fields at the managerial level and above, all of whom have children who require some level of childcare.

More than 90 working mothers responded to the survey. The results show a contrast between qualitative and quantitative data and indicate a contradiction between a working mother's expected response and her reality.

Findings indicate that flexible work arrangements do not support working mothers seeking advancement. Limitations may include the size and selection of population.

Working mothers who strive to continue an upward career track following motherhood acknowledge that motherhood has an extreme impact on professional advancement. Many mothers chose to slow down their career path, even when employer policies are family‐friendly.

One of the most compelling findings in this paper is the disparity between women's perception of their situations and the reality of their actual experiences and behaviors, as indicated in the contrasts between the qualitative and the quantitative findings.

The purpose of this study is twofold: first, to examine the direct relationship of organizational justice (OJ), psychological empowerment (PE), Leader Member Exchange (LMX), organizational citizenship behavior (OCB), LMX on PE and OCB and PE on OCB; and second, to investigate the mediating role of PE between OJ and OCB and between LMX and OCB in the service industry in a non-Western context.

A quantitative questionnaire was used to test the proposed hypotheses of the study. From employees working in service providing organizations in the UAE, 364 usable responses had been collected and data was analyzed using structural equation modeling (SEM).

OJ significantly influences PE and LMX, while its influence on OCB is insignificant. Also, LMX significantly affects PE and OCB, PE significantly impacts OCB, whereas PE and LMX significantly mediate the relationship between OJ and OCB.

Organizations should promote fairness, psychological empowerment and OCB among employees. Additionally, leaders should develop positive and productive relationships with their employees.

To the best of the authors’ knowledge, this study is one of a limited number of studies designed to analyze the hypothesized relationships within a non-Western context, specifically in the UAE.

In recent years mentoring has been promoted as an essential, yet complex, new teacher induction dynamic. Mentors generally develop their knowledge of this role in isolation and in situ, and despite extensive research in the field few studies investigate how mentors learn. Therefore it is important to continue to examine the complex aspects of learning to mentor. The purpose of this paper is to focus on understanding the knowledge, attitudes and skills required by mentors to simultaneously focus on their own learning, new teachers’ learning and student learning.

In this New Zealand study the authors examined a pilot programme aimed at shifting mentoring practices to an educative model. Through a two-year professional development intervention, 22 participant mentors inquired into, analysed and documented their practice. Data were gathered through learning conversations, action research documentation and reflections. They were analysed using qualitative methodology.

Evident was a shift in mentoring practice from a focus on the transmission of knowledge-for-practice to inquiry into knowledge-of-practice. Change was observed after sustained and serious engagement with evidence about mentoring practices. However the shifts did not come easy, nor were they assured.

This study is not without limitations. Transferability is potentially problematic. The pilot study was well resourced, therefore expecting the implementation and outcomes to transfer to other contexts without similar resourcing maybe unrealistic.

The findings contributed to the development of a mentoring curriculum and national guidelines for mentoring new teachers.

While the findings emerged from a situated context, the theoretical and practice issues reported are matters for international attention, particularly the matter of transitioning from a well-practiced, efficient teacher mentor to an adaptive educative mentor.